Thematic Unit Work BHJ

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Thematic Unit Work BHJ

Theme and Topic:
Three things that I will most likely be able to teach (Possible themes to go along with it):
  1. *Byzantine Empire (Sun rising and setting, Rising of the Phoenix)
  2. Rise and Expansion of Islam (New beginnings, New things)
  3. The European Middle Ages The Renascence and Reformation (Expression through art and music, famous Renascence heroes)

Themes of work:
Travel brochures
Documentaries
*What if you were there...?
**Note: The specific themes next to the subject would be for more of the presentation, where as Themes of work would be more of how they would be working.

What I will teach:
I will be teaching the Byzantine Empire. I will be basing my unit around the requirements set forth by the CCSS. This basically entails three major parts: Economy, Government and Culture. For my theme, I have chosen to use the theme of the Phoenix rising from the ashes, as in the Byzantine Empire rising from the ashes of Rome. After all, the Byzantine Empire rises again after the collapse of the Roman Empire and remains powerful for nearly a millennium. I feel that this theme will entice students because of the mythological aspect of the Phoenix. The Phoenix was a majestic and mysterious creature and will captivate my audience. I feel that I will be able to relate this theme to a great number of topics that are a part of this unit.The Byzantine empire is full of rich culture and tradition, however I will be learning much of what there is to know about this subject because I have not had much exposure to this topic before now. The "What if you were there?" Idea will really, I think, pull students in because it will be asking them what there thoughts and opinions are and I think the group of students I will be working with will be really responsive to this idea.

Organizing questions:
I think for the Org. questions I am going to develop my my unit based on the question provide by CMAPP for this unit. Originally I was just going to reference them, but I think they are really great question for this topic so I will use them to create my unit. There are a couple parts that I didn't really like so I have change that. questions from CMAPP are marked with an asterisk.
  1. Can individuals truly affect the development of civilizations?*
  2. What can our governments and people learn from the fall of Rome and the development of the Byzantine Empire?
  3. What impact did the location of the Byzantine Empire have on its economy, and cultural developement?
  4. Did the location effect anyone outside the Empire?
  5. How were the values of Byzantium reflected in their art, religion, and culture? How have these spread through civilizations, societies, and regions?*

Goals= SWBAT:
  1. Compare and contrast why did the Eastern Empire survive.
  2. Understand and who the major players were in the Byzantine Empire
  3. Know where to find the Byzantine Empire is on a map
  4. Know how the economy worked and what influenced its development
  5. Know how the government worked and how the rulers made decisions
  6. What eventually brought about the decline of the Empire.

Objectives:
Cognitive:
  1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (CCSS ELA).
  2. Identify important geographical features and sites of the Byzantine Empire.
  3. Identify important neighbors and their influence to the Byzantine Empire.
  4. Recognizes and determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies (CCSS SS).
  5. Integrate visual information from the map with other information in print and digital texts (CCSS SS).
  6. Compare and Contrast the Roman Empire with the Byzantine Empire.
  7. Discuss the affect of Religion on government
  8. Describes the Byzantine society.
  9. Relates the government of the time to current governments.
  10. Create a piece of art reflecting the art of the BE
  11. Participates in class and group activities to reflect understanding
  12. Constructs a final product that demonstrates knowledge
  13. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments (CCSS ELA).

Materials:
https://files.pbworks.com/download/tFKksBt5b5/mssocialstudies/55269000/6th%20Grade%20Week%2017%20Draft.pdf?ld=1



Learning Activities:
  • Create Byzantine medallions or a mosaic
  • Map shading, shows the growth of the Empire
  • Awards or Wanted Posters for important people
  • Journals about relevant topics

CCSS:
  • 6.H.1
    • Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.
  • 6.H.2
    • Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
  • 6.G.2
    • Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
  • 6.C.1
    • Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
  • 6.C&G.1
    • Understand the development of government in various civilizations, societies and regions.

Narrative:
    • Initial Unit Plan:
    • Recap and Intro: Day 1
    • Emergence = Day 2
    • Geography= Day 3
    • Government = Day 4
    • Big events= Day 5,6,7
    • Economy= Day 8,9
    • Culture= Day 10, 11 and 12
    • Project Day= 13
    • Presentations = day 14 and 15
  • Initial Unit Plan (revised):
    • Recap and Intro: Day 1
    • Emergence = Day 2
    • Geography= Day 3
    • Economy= Day 4 and 5
    • Government = Day 6
    • Big events= Day 7, 8, 9
    • Culture= Day 10, 11 and 12
    • Project Day= 13
    • Presentations = day 14 and 15
  • Initial Unit Plan (revised):
    • Recap and Intro: Day 1
    • Geography= Day 2,3
    • Emergence = Day 4
    • Economy= Day 5,6
    • Government = Day 7
    • Big events= Day 8, 9
    • Culture= Day 10, 11 and 12
    • Project Day= 13
    • Presentations = day 14 and 15
  • Initial Unit Plan (revised):
    • Recap and Intro: Day 1
    • Geography= Day 2,3
    • Emergence = Day 4
    • Economy= Day 5,6
    • Government = Day 7
    • Big event= Day 8
    • Culture= Day 9, 10
    • Big Events: 11, 12
    • Project Day= 13
    • Presentations = day 14 and 15
  • Initial Unit Plan (Extended):
    • Recap and Intro: Day 1
      • Revisit the fall of Rome, KWL and preparatory mats
    • Geography= Day 2, 3
      • 2) Map activity Part 1: Labeling, Discussion of important Geographical features;
      • 3) Map Activity Part 2: Labeling neighbors, Discussion of neighbors people
    • Emergence = Day 4
      • Desirable attributes of Constantinople, Language and Religion. Compare and contrast Rome V. Byzantium
    • Economy= Day 5 and 6
      • 5) Refer to map expand on what may benefit the location of the capital city and the Empire itself.
      • 6) What Justinian Spent his money on, Hagia Sophia, roads, bridges and other public works.
    • Government = Day 7
      • Association of Church and State, The Code of Justinian or The Corpus of Civil Law
    • Event: = Day 8
      • 8) Council of Nicaea
    • Culture= Day 9, 10
      • 9) Eastern Orthodox, Iconoclasts, Church split
      • 10) Justinian love of the arts, create Mosaic or medallions
    • Big events= Day 11,12
      • 11) Attempt at Reconcurring the rest of the former Roman Empire (the western part)
      • 12) Invasion of the Mongolian Empire of and the beginning of the end
    • Project Day= 13
      • work on final projects
    • Presentations = day 14 and 15
      • 14) finish work on projects and start presentations
      • 15) presentations
  • Narrative:

  • Lesson Plan


Evaluation: